6 topics of projects implemented in the dhow. Short-term project at a preschool educational institution for the senior group “We advise everyone to be friends”

Relevance: in older preschool age, mature children establish themselves, establish themselves in a team of children, form friendships and the ability to cooperate, and increase attention to peers as a partner for joint activities and communication.

Problem: during long-term observations of the behavior and independent activities of children, life in a group during the educational process, and routine moments, we noted that many children do not know how to communicate with peers, negotiate, solve problem situations peacefully, or defend their point of view without quarrels, insults and fights. Children put their own priorities above, without regard for the opinions and needs of other children.

Project scale: short-term (2 months).

Goal: introducing children to established norms of social behavior and rules of relationships with peers, creating ideas about friendship.

1. Generalize, expand and deepen children’s knowledge about friendship and friends.

2. Encourage children to engage in collective activities, promote the emergence and accumulation of positive communication experiences and cultivate social and communication skills (responsiveness, kindness, empathy, compassion, empathy, friendliness, ability to negotiate with each other).

3. Systematize children’s information about the culture of behavior in society and relationships between people.

I. Preparatory stage:

1. Reading “Festival of Friendship” by I. Vachkov, discussion, conversation and questions about the content.

II. Implementation stage:

1. Conversation about friendship and friends “Who is a friend?”, “What is friendship?”

2. Reading: Victor Dragunsky “Childhood Friend.” Discussion and conversation on content.

3. Proverbs and sayings about friendship and friends.

4. Reading the fairy tale “The Bubble, the Straw and the Bast Shot.”

5. Reading “Three Comrades” by V. Oseeva.

6. Reading poems about friendship: Y. Entin “About Friendship”, A. Kuznetsova “Girlfriends”, T. Agibalova “I Now Have a Friend”, V. Berezhnaya “Friendship is a Warm Wind...”, L. Kvitko “Two friend”, V. Viktorov “Children of the whole Earth are friends.”

7. Compiling the story “My Best Friend.”

8. Conversation - reasoning “Why do we need friends?”

9. Dramatization of the fairy tale “The Cat, the Rooster and the Fox.”

11. Watching the cartoon “The Biggest Friend”, discussions and conversation on the content.

12. Productive activity: drawing “Portrait of a Friend”, applique “Gift for a Friend”, designing a “Toy for a Friend” from paper.

13. Listening and memorizing songs about friendship “A True Faithful Friend”, memorizing the poem “We advise everyone to be friends.”

14. Resolution of the problem situation “Who offended whom?”

The final stage:

1. Drawing up rules of friendship.

Final event: quiz “About friendship and friends.”

Expected result: children classify information about friendship and friends, norms of behavior and rules of relationships with peers, the atmosphere in the group will improve.

Nomination: Kindergarten, Methodological developments, Project activities, Senior group

Position: teacher
Place of work: MADOU "Child Development Center - Kindergarten No. 410"
Location: Perm, st. Captain's 21

Hurray, spring has come! I greet you, dear friends, and congratulate you on the beginning of a new stage in our lives - warm, sunny and full of hope. As usual, his owner Tatyana Sukhikh is on duty at the blog. With the arrival of spring, inspiration appeared to create something! Let it be something useful, for example, a project at a preschool educational institution on some non-standard topic. Yes, yes, we also write projects with children, can you imagine?

The project sounds somehow official and scientific, doesn’t it? But in fact, this word hides the name of one of the methods for implementing tasks for the development and training of preschoolers. Project activity consists of the joint work of the teacher, parents and children to study a certain issue.

The purpose and purpose of the projects is to promote the development of independent thinking in children, the ability to make decisions, look for answers, plan, foresee the result and learn to cooperate with other people. The teacher gives some task to the children, feasible for their age, and teaches how to solve it and how to present the result of the solution.

Preschoolers cannot develop a project on their own; in kindergarten we do everything together. Typically, this type of activity is purely educational in nature; we use the project as a tool for learning, gaining knowledge and enriching life experience. This method has only recently begun to be used in preschool education; it is considered progressive and effective for modern children.

Active parents can easily do this simple task at home; I will describe in detail the types, topics, and structure. Development and learning in preschool format is carried out mainly through play activities, so projects have a creative, playful orientation. The most effective is group research activities of children.

The topics of the projects are very diverse.

Well, for example, the popular theme for children's projects is “Family Tree” or “My Family”. This project can be implemented in different ways - in the form of a collective panel with photographs of the family of each child in the group, or a painted large tree, or an exhibition of children's works on the theme of the children's family.

The point is not to give children a finished project, but to give them a topic and help them determine the path for implementing the project: what materials to use, who to ask for help, how to design the project product, how to present it. Moreover, this applies not only to children of the senior and preparatory groups. Kids also do projects that they can handle.

For those who want to create a project according to all the rules

The peculiarities of the pedagogical and educational system in Russia are such that every step we take must be strictly in accordance with the Federal State Educational Standard. Therefore, even such a creative task as writing a project requires compliance with the methodological recommendations of the Ministry.

In order not to search for information for a long time, I suggest “registering” in my favorite online store “UchMag”, since there is absolutely any methodological literature, including excellent manuals on our topic:

• “Projects in preschool educational institutions: practice of teaching children 3-7 years old”;
• “Innovative pedagogical technologies. Project method in preschool educational institutions";
• “Projects in preschool educational institutions: theory and practice of child development”;
• “Projects in preschool educational institutions. Practice of teaching children 3-7 years old. Program for installation via the Internet";
• “Preschool educational institution development program. CD for computer: innovative educational project";
• “Environmental projects in preschool educational institutions. Research activities on walks";
• Offline webinar “Technology for organizing project activities in accordance with the Federal State Educational Standards for Additional Education”.

For teachers of a preschool educational institution, that is, a preschool educational institution, taking into account modern requirements for a preschool teacher, such manuals are simply a treasure. It contains everything that is necessary for competent planning and implementation of teaching activities: how to draw up a project, what to take into account, how to formalize the results, etc.

Types of projects in kindergarten

In the current practice of modern kindergartens, we use the following types of projects:

• Research with a creative bent: the guys find out some information, for example, why snow melts in the spring, and the results are presented in the form of drawings, wall newspapers, staged skits, etc.;
• Creative tasks are also educational in nature, but the results of the research are presented in the form of a theatrical performance, a performance, or a children's party;
• Social and informational: the guys research the subject of the project and draw up the result in the form of a newspaper, folder, poster, installation;
• Role-playing or gaming: children solve a project task using a fairy tale familiar to them, getting used to the roles of the characters, presenting the result of the research in the form of a role-playing plot.

According to the method of project implementation, they are divided into group, individual, intergroup, and complex.

In terms of implementation time, projects can be short-term (one lesson), medium-duration (1-2 lessons) and long-term (the entire academic year or half-year).

It may seem, especially to parents, that these projects are too difficult for preschoolers. But, I repeat, preschoolers are just getting acquainted with this type of activity, preparing for independent research that they will conduct at school.

Have you probably seen foreign films where children are preparing some projects, often making volcanoes, various devices, bringing a pet to school and talking about it? Such types of activities are extremely useful for children, as they broaden their horizons, activate cognitive activity, and reveal creative and scientific abilities.

The name - projects - sounds very serious and pompous to our post-Soviet ears. In fact, for children this is just one type of work that requires research and presentation of the result. Both short-term and long-term projects are designed to increase the child’s self-esteem, since initially the adult is determined to recognize the value of any result of the child’s research.

The point is not to get an ideal research result from a child, say, on the topic of a favorite toy. The point is to instill in him an interest in research and analysis of the processes that occur around us. Arousing curiosity and healthy curiosity in children is the task of children's projects.

What exactly is the work on the project?

The stages of work on a children's project in kindergarten come down to preparation on the part of the teacher and implementation through the joint efforts of adults and children:

• Determining the goals and objectives of the project is the work of the educator, who must choose the topic of the project in such a way as to solve a problem with its help. For example, to give kids deeper knowledge about natural phenomena (rain, wind) or to reinforce the names of the days of the week, seasons, colors, etc.

Having determined the goal, the teacher voices it in front of the children. Together we choose the final product of the project - a poster, an album, a holiday, a performance. The type of product depends on the type of project and goals, of course. At this stage, children are faced with the following tasks: to understand and enter into a problem, to enter into a game situation (since the main type of learning in kindergarten is play).

The main thing that the teacher must achieve is to awaken activity in children and direct them to find ways to solve the problem. For example, we want to learn more flower names. At the first stage of working on the project, children, with the help of the teacher, must get involved in the implementation of the project and present the final product, it can be a panel, a bouquet of paper flowers, an applique, or a drawing.

• Work on the implementation of the project: we need to jointly draw up a work plan, that is, motivate the children to independently determine how to implement their plan. Who should I turn to for help (my parents, of course), what materials to use, where to look for answers to questions?

The children are divided into groups and distribute tasks among themselves, with the help of the teacher, of course.

The tasks to be accomplished at this stage are to create a favorable environment for creative exploration, involve children in joint activities, and encourage independent thinking. In the planning process, children train logical thinking and develop ingenuity.

• Actually, work on the practical implementation of the project’s objectives: depending on the goal, according to the plan, we carry out project tasks step by step and design the final product, for example, an exhibition. We make a presentation in front of parents or conditional experts.
• Let's summarize: what worked, did not work. This is for the teacher. He notes the effectiveness of the project for himself and outlines topics for further projects.

What does the project look like on paper?

It is clear that the teacher must know how to write a project, since everything that we do in the group must be documented, so to speak.

As I have said more than once, to make your life easier, it is logical to make a blank, a template and simply enter the necessary information.

What must be written in the content of the project:

• Title, topic, tasks, type of project. It’s not difficult here: the name is in tune with the topic, and the tasks go beyond the topic. But there may be universal goals for all projects: social, cognitive, physical, aesthetic development of children according to age. You already know the types of projects;
• Statement of the problem: also depends on the topic of the project. If this concerns the topic of the Motherland, then the problem can be formulated as follows: find out from the children what the Motherland is, what it means for each person. It can be noted that there is a lack of awareness of children on this issue and low interest of parents in the formation of patriotism in children;
• Activities within the project: if it’s a short-term project, then we write down what we plan to do in one lesson. Long-term ones involve many different activities: classes, conversations, consultations with parents, excursions, reading literature, applied activities;
• Resources for the implementation of the project: we list methodological literature, materials from the method room;
• Form of the final product: exhibition, presentation, celebration, open lesson. Perhaps you will find innovative forms of the product that no one has done before;
• Analytical note: write an analysis of the problem, briefly, why the implementation of this project is important for each participant, for children, parents, and teachers. For example, that now there is a decrease in patriotism, a loss of interest in the history of the homeland, the history of one’s family, etc. And the project will make children and adults aware of their involvement in their homeland;
• Stages of project implementation: I already wrote about this above, it’s not worth repeating, I think;
• The result of the project is based on goals and objectives.

What's left behind the scenes?

More than one Talmud could be written on this topic, about projects. But another time. I will only add that I would like parents to understand: today there is a serious problem with our children. This is low communication skills, lack of curiosity, lack of independence, passivity. Our main task is to teach children to communicate, interact with other people, independently look for a way out of any situation, and be able to act appropriately to the situation.

Creative projects occupy a special place in kindergarten project activities. Their implementation implies that, after the main part of the project is brought to life, the results obtained are formalized in the form of a final event, entertainment, or celebration.

In the publications in this section you can find a huge number of interesting, exciting, creative tasks that can be solved according to the level of development. Take them into account when planning and implementing your project activities in a group. Playing and research activities are the most interesting pastime for children, and in the process of creative projects, learning new things and developing is very effective.

Methodological developments and ready-made solutions for the best creative projects.

Contained in sections:

Showing publications 1-10 of 3501.
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Publication “Creative project “Space” in middle school...” Information and creative project “Space” middle group No. 3 teacher: Stogny E.Yu. Ryasnyanskaya L.S. 2019 Project type: informational and creative Duration: short-term Project participants: teachers E.Yu. Stogniy, L.S. Ryasnyanskaya, children of secondary group No. 3, parents...

Image library "MAAM-pictures"

Creative project “February 23 - Defender of the Fatherland Day” in the senior group(short-term) Creative project “February 23 - Defender of the Fatherland Day” in the senior group (short-term) Taganrog 2019 Relevance of the project: Due to recent changes, the loss of traditional Russian patriotic consciousness in our society has become increasingly noticeable. Due...

Project passport. Type of project: educational - creative. Implementation timeframe: short-term. Project participants: group teachers: Zhukova Alla Mikhailovna, Bukina Natalya Stepanovna, children of the senior group, music director, parents of students. Relevance of the project: Due to...

Stage 1. Relevance. In recent years, there has been a lot of talk about the crisis of morality and lack of spirituality. This crisis manifests itself, first of all, in the dominance of material values ​​over spiritual ones, which leads to a distortion of children’s ideas about such virtues as kindness, mercy,...

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Municipal budgetary preschool educational institution combined type kindergarten No. 25 “Yagodka” Creative short-term project for pupils of the preparatory group “Country of Healthy People” Completed by: teacher of the highest qualification category Kurbatskaya...

Creative project for children of the senior group “Ah, summer!” Municipal budgetary preschool educational institution kindergarten No. 4 Creative project for children of the senior group “Ah, summer!” Educator: Naida I.N. 2019 Apsheronsk Creative project for children of the senior preparatory group Theme: “Ah, summer!” Performed...

Project activity in the senior group on the topic: “Such different plates”

Description of material: Dear Colleagues! I bring to your attention a creative project: “Such different plates” for the senior group of kindergarten.
Duration: short term.
Project type: creative, introductory and orientation.
Participants: children, teachers, parents.
A problem that is significant for children, which the project aims to solve: “Do we need a plate? What different types of plates are there? The history of the plate."
Target: To promote the development of children's cognitive interest in the process of discovering new, unusual knowledge about a familiar object - a plate. Development of aesthetic perception.
Tasks
For children:
-enrich the understanding of the variety of plates (different in size, shape, material, appearance);
- support the natural interest and curiosity of children;
-develop an emotional environment;
-develop skills in experimental work with objects;
-develop creativity and imagination when decorating plates
For parents:
-involve parents in the child’s cognitive sphere;
-stimulate the creative activity of parents through joint creativity with children and participation in leisure activities;
-promote the establishment of partnerships between teachers and parents in matters of upbringing and education of children.
For teachers:
- ensure the implementation of educational, developmental and training tasks through children’s mastery of educational areas;
- create conditions for children to independently and jointly with adults within the framework of the ongoing project;
- to promote the establishment of friendly relationships between teachers and specialists of preschool educational institutions and parents in the process of development and implementation of the project.
Project products
For children:
-acquaintance with riddles about the plate;
-painting of paper plates with elements of Khokhloma painting, Gzhel;
- making dishes from salt dough, painting;

- didactic game cut-out pictures “Dishes”;
-conducting research activities “What are the different plates” (Comparison experiments)
-the history of the appearance of plates (conversation)

For teachers:
- presentation “Such different plates”
- development of a thematic project on the topic
- creating a presentation;
-exhibition of books with riddles about the plate;
- selection and recommendations for reading literature with children;
-creating a plate using papier-mâché technique

- creation of the movement folder “History of the plate”
For parents:
-exhibition of artworks and crafts made by children
in independent and joint activities with parents;
Stages:
Preparatory:
-define the object of study;
-create a problematic situation (at lunch one of the children did not have a plate).
-selection of fiction, production of a book of poems and riddles about the plate

Collection of exhibits.
Research:
- acquaintance with different types of plates (View presentation "Different plates"
-where did the plate “come” to us from (Conversation)
- comparison experiments

Creation of a product according to the project:
Final:
- generalization of the results of the work;
- organizing an exhibition of crafts made from plates,

- organizing an exhibition of painted salt dough plates;

- exhibition prepared by parents

Short-term projects in the preparatory group involve the use of a variety of teaching techniques that allow children to understand the topic at hand.

Features of preschool age

This period is the most fertile time for learning and education. Preschoolers absorb information about society, the surrounding nature, and relationships between adults like a sponge. At this age, active knowledge of the world is developed. Short-term projects in the preparatory group are aimed at enriching the child’s personal experience, developing his independence,

The purpose of projects in preschool educational institutions

The main goal of any project is to expand the knowledge of preschoolers on a specific topic. Short-term projects in the preparatory group of kindergarten are aimed at developing patriotic qualities in young citizens. From birth, a child becomes an explorer of the world that surrounds him. He sees snow, rain, rainbows for the first time, and encounters joy and grief. At the age of five, little “why girls” try to find answers to numerous questions that interest them. Teachers and parents should help them with this.

Project methods in kindergarten

A short-term project in the preparatory group for the Federal State Educational Standard can have a variety of topics, taking into account the predisposition of the children. Educators try to use problem-based learning to develop logical thinking in their students. Short-term projects in the preparatory group are aimed at modeling non-standard situations, solving puzzles, and conducting experimental research activities.

Project topics

Integrated learning for preschool is innovative. It is aimed at developing the child’s personal qualities, creative and cognitive abilities. Topics for short-term projects in the preparatory group may be related to pets. For example, the teacher introduces children to the image of a dog in the works of Russian writers and poets, artists and filmmakers. After the theoretical part of the project is presented, preschoolers receive assignments in groups. One team is asked to portray a pet, the second - to write a fairy tale, the third - to come up with riddles related to the dog. At the end, each group presents the result of their activities; the final result of the lesson is the creation of a complete picture of man’s best friend.

Such short-term projects in the preparatory group are aimed at the artistic and aesthetic development of the younger generation.

Variability in the use of project methods

What are the main advantages of this technique? It is equally good for both physical development and the formation of intellectual abilities of preschoolers. Among the common types of projects used, group types lead.

at preschool educational institution

The transition of a kindergarten to project technology is carried out according to a certain algorithm. It involves several stages:

• conducting classes using problem situations, a small experiment;
• conducting complex block-thematic classes;
• integration of theoretical and practical knowledge on a specific topic.

A short-term project in a preparatory group on ecology, for example, involves familiarization with natural phenomena, their explanation, and study.

Children's project algorithm

What are children's short-term projects? The preparatory group at the preschool educational institution involves the use of a similar methodology. The teacher determines the form of organization of the educational space, selects methods for developing in students a creative cognitive interest in the problem under consideration.

Teacher activity plan when preparing a short-term project

In order for such activities to be effective, the teacher must build a clear sequence of actions.

• 1st stage. A problem is being thought out that young researchers will tackle under the guidance of a teacher. In order for preschoolers to become interested in the topic of the project, it must be understandable to them. There is no point in inventing complex scientific research for 5-6 year olds.
• 2nd stage. Planning actions that will help achieve the goal. The teacher, together with the children, determines approximate deadlines for each stage.
• 3rd stage. Search for information related to the project topic. At this stage, together with parents, teachers, and representatives of other organizations, the children receive theoretical knowledge on their project.
• 4th stage. Drawing up a project diagram, accumulating material. The acquired knowledge is gradually systematized, and a diagram is drawn up on its basis. It is this that will become the basis for all subsequent work of little researchers.
• 5th stage. Practical activities. The children are offered experiments that they can do both in kindergarten and at home.
• 6th stage. At this stage, the main burden falls on the shoulders of parents and educators. Together with children, adults prepare a presentation in the form of a performance, a computer presentation. All results that were achieved as the project progressed are presented at an open event.

at preschool educational institution

How are short-term projects divided in preschool educational institutions? The preparatory group works according to new federal standards. They involve the classification of projects by the number of participants, target setting, and duration.

The following options are mainly used in preschool institutions:

• Creative and research forms. Children conduct interesting experiments, presenting the results in the form of newspapers, theatrical performances, and role-playing games.
• Role-playing and game projects. They contain individual elements of games in which children play the main roles.
• Practice-oriented information works. The kids collect the material and then design it.
• Creative projects involve holding children's parties and excursions.

Examples of projects in preschool educational institutions

We suggest considering the short-term project “Winter” in the preparatory group. The main purpose of it is to introduce children to the seasons. First, the teacher tells the children about what is typical for such a time of year as winter. The teacher pays special attention not to the climatic features of a given period, but to the traditions with which this period is so rich. As homework, children are invited to remember New Year's traditions together with their parents and come up with riddles about the New Year. In the second lesson, the guys share the information they managed to find. The teacher introduces the children to “different” Santa Clauses. This can be done using a computer presentation. In addition, preschoolers will learn about the New Year traditions that exist in different countries.

This project is best carried out in November-December. The second homework will be making New Year's toys. But first, the teacher introduces children to the types of Christmas tree decorations and how to make them.

The final lesson for the “Winter” project will be a presentation of New Year’s decorations and hanging them on the Christmas tree. After the Christmas tree is decorated with hand-made toys (with the help of parents), the kids will find themselves in a fairy-tale forest, where treats and fun games await them.

"World of Water"

By implementing this short-term project, children not only become familiar with the most important substance on Earth, but also learn to respect water resources.

The teacher tells his kids that they are 90 percent water. To attract the attention of preschoolers to the topic of the project, he can tell them a fairy tale about a droplet, which during its journey turned into steam, then into ice, then back into a droplet. This way the children will get acquainted with the aggregate states of water and its circulation in nature. There is also a practical part to this project. Kids learn to “turn” water into ice using refrigerators. Aesthetic skills are also required in this activity. Armed with ordinary sheets of white paper and scissors, young designers create snowflakes of unusual shape and size. Together with the teacher, the children attach threads to the finished products, and such homemade decorations are used for New Year trees.

The “World of Water” project involves the involvement of a music worker from a preschool educational institution. He introduces the children to songs that mention water, snow, ice. The result of such cooperation will be learning a song about water, snow, rain. Everyone chooses a song together: the teacher, the music worker, the children.

Conclusion

Project activities in a preschool institution are aimed at developing the child’s creative, free personality. This technology ensures the psychological well-being and physical health of preschool children. When children are involved in a joint project, each child’s cognitive abilities develop, creative thinking develops, and communication skills are formed. For younger preschool age, the result can be obtained by involving children in the game process, in which the leading role will belong to the teacher. In the senior groups of preschool educational institutions, children work on a given task in groups, developing independence and curiosity. These qualities will help children easily and quickly adapt to elementary school. Children attending kindergarten, who have acquired the skills of project activities here, will definitely be successful students in secondary school.